Building Moving Vehicles

Design and technology lesson: I need to model each step before they do it on their own. (I do, we do, you do) Introduction to Moving Vehicles: Briefly discuss vehicles they know and how wheels enable movement. Show simple diagrams or real examples (toy cars, etc.).

Explain the Task: Share the plan to make a moving vehicle model using a shoebox. Emphasise how wheels and axles need careful, accurate placement.

Safety Briefing: Highlight safe use of scissors and plier punches, and the importance of working carefully to avoid injury or mistakes.

Main Activity (45 minutes)

Step 1: Marking and Punching Holes (10 minutes)

Teacher reminder: The lid is pre-marked with vertical lines the width of a ruler.

Pupils use a lolly stick to measure and draw a horizontal line a width of the lolly stick from the bottom of the lid — on all four sides, forming crosses.

Highlight accuracy — holes must align for smooth axle movement.

Using plier punches, pupils carefully create one hole at each cross point on all four sides.

Teacher circulates, supporting accuracy and tool use.

Step 2: Preparing the Axles (10 minutes)

Measure doweling length: width of box + 2 finger spaces on either side (~4 cm longer than box width).

Cut doweling with scissors.

Sharpen one end of each dowel stick ONCE (teacher demonstrates), to fit securely into the wheels without splitting.

Safety note: Provide assistance with sharpening step or pre-sharpen dowels if needed.

Step 3: Assembling Wheels and Axles (15 minutes)

Insert doweling axles through holes at top and bottom of the shoebox lid (2 axles).

Push plastic tubing onto doweling on both sides of each hole to act as bushings — preventing friction and keeping wheels secure.

Add wheels on ends of doweling (on outside of tubing).

Check wheels turn freely; adjust tubing placement as needed.

Step 4: Attaching the Lid to the Base (10 minutes)

Align the lid with the base of the shoe box precisely.

Attach Velcro strips to join lid and base securely.

Emphasise the importance of accurate alignment so the lid stays in place but can be removed if needed.

Overview

This 61-minute lesson introduces Year 2 pupils to making simple moving vehicle models, linking directly to the National Curriculum for Design and Technology (Key Stage 1). Pupils will understand how wheels and axles enable movement and practise practical skills such as measuring, marking, cutting, and assembling with accuracy and safety.

Curriculum Links

Design and Technology - Key Stage 1 (Year 2) Programme of Study:

Design criteria: Pupils use knowledge of existing products to design a functional vehicle.
Technical knowledge: Understand and use wheels, axles, and chassis to create products that move.
Practical skills: Measure, mark, cut, shape, and assemble materials with accuracy.
Evaluating: Talk about their products and suggest improvements.
Safety: Use tools safely and appropriately.

Learning Objectives

By the end of this lesson, pupils will be able to:

Identify wheels and axles as components that make vehicles move.
Explain why accurate hole placement is essential for smooth wheel movement.
Measure and mark materials to prepare for model assembly using simple tools.
Safely use scissors and plier punches to construct a moving vehicle model.
Assemble wheels and axles to a chassis and attach the lid securely using Velcro strips.
Work collaboratively and independently, applying step-by-step instructions (I do, we do, you do).

Resources

Shoeboxes with lids (1 per pupil)
Dowelling sticks (pre-cut or to be cut during the task)
Plastic tubing (bushings)
Toy wheels (4 per pupil)
Pliers with punches
Scissors
Rulers
Lolly sticks (for measuring)
Pencils
Velcro strips
Sharpening tools (teacher use only)
Example models, diagrams, and toy vehicles
Safety goggles (optional)

Lesson Breakdown

Time	Activity	Details
0-5m	Introduction & Discussion	- Show real toy vehicles and diagrams. - Discuss how wheels make vehicles move. - Link to everyday familiar vehicles and their movement.
5-7m	Explain the Task	- Share plans for making moving vehicle models with shoeboxes. - Emphasise importance of axle and wheel placement accuracy.
7-10m	Safety briefing	- Highlight safe use of scissors and plier punches. - Discuss careful working and injury prevention.
10-20m	Step 1: Marking and Punching Holes	I do: Demonstrate measuring with a lolly stick and marking crosses on all four lid sides. We do: Do one hole as a class with plier punch. You do: Pupils mark and punch holes on their shoebox lids. - Teacher circulates, checks accuracy and safe tool use.
20-30m	Step 2: Preparing the Axles	I do: Measure and cut dowelling to box width + 4cm. Sharpen one end of dowel once. We do: Cut and prepare an axle together. You do: Pupils cut and prepare their two axles, with teacher assistance on sharpening.
30-45m	Step 3: Assembling Wheels and Axles	I do: Insert dowels through holes, push plastic tubing on as bushings, add wheels. We do: Complete one axle assembly together. You do: Pupils complete their axles and wheels, testing free wheel rotation.
45-55m	Step 4: Attaching Lid to Base	I do: Align and attach Velcro strips so the lid is secure but removable. We do: Demonstrate with a shoebox. You do: Pupils attach Velcro to their lids and bases accurately. Emphasise alignment importance.
55-60m	Review and Reflect	- Discuss what worked well and challenges. - Talk about how wheel placement affects movement. - Encourage pupils to suggest improvements or ideas for future vehicles.
60-61m	Clean up	Organise tools and materials safely.

Differentiation

Support: Pupils requiring extra help receive one-to-one support with measuring, cutting, and punching. Teacher or TA can pre-sharpen dowels if necessary.
Challenge: More confident pupils can design a decorative feature for their vehicle or attempt different axle placements and test the effect on movement.
Pupils work in mixed-ability pairs for peer support during "we do" and "you do" stages.

Assessment

Formative:
- Observations focused on accuracy of marking and hole punching.
- Verification pupils can safely handle tools.
- Checking that wheels turn freely post-assembly.
- Questioning pupils on the function of wheels and axles.
Summative:
- Completed moving vehicle model functioning with freely rotating wheels.
- Ability to explain the importance of correct hole alignment and axle placement in simple terms.

Key Teaching Points

Reinforce the "I do, we do, you do" model to support stepwise learning.
Emphasise precision in measurement and marking for mechanical function.
Recap technical vocabulary: axle, chassis, wheels, bushings, alignment.
Safety first: tools must be used as demonstrated with plenty of teacher supervision.
Link to real-world context: how vehicle wheels work on bicycles, cars, and toy vehicles.

Extension/Home Learning Suggestion

Ask pupils to investigate the different types of wheels they see at home (bicycles, scooters, cars) and draw pictures showing the wheels and axles, writing simple sentences about why wheels are important for movement.

This lesson plan combines hands-on making with conceptual understanding appropriate for Year 2 pupils, fully aligned with the national curriculum design and technology objectives. It balances practical creativity, safety, and technical knowledge with clear teacher modelling and scaffolded pupil activity.

Teaching Instructions